A cognition theory of learning is described based on information processing analyses of representations of knowledge in long term, intermediate term, and short term memory. An application of the theory is presented for an example of algebra. It is emphasized that learning is not simply a stamping in, through repetition, of simple links. The associations are complex. Some are related to our use of language; verbal instructions are an important means by which a teacher communicates. Some of the associations involve actions that have perceptual and motor components. By gaining control of the instantaneous attention of the student, we are in a position to directly influence his construction of knowledge. This is the goal of a cognitive theory of learning. (Author/RC)